In this era of testing, standards, and accountability, middle and high school educators are more focused than ever on identifying what students know and are able to do. But as a new book published this month by the Harvard Education Press illustrates, fostering student success requires more than an increased emphasis on academics and test preparation. It also requires that teachers and administrators develop a deeper understanding of who their students are—how adolescents view themselves, both as learners and as people, and the many ways that issues of identity can affect their lives in school and beyond.

Adolescents at School: Perspectives on Youth, Identity, and Education, edited by award-winning HEL assistant editor Michael Sadowski, explores such topics as the connection between self-perception and achievement; the complex issues around race, gender, sexual orientation, class, and disability and how these affect young people at school; and how educators can create environments that are more conducive to all learners' success. An edited version of Pedro A. Noguera's chapter on the link between racial identity and academic achievement is our lead article in this issue.